This is the final page where we can continue to engage in a discussion about what makes a quality instrument.
CIndy:
Focus is clear, so that observer can make suggestions, offer resources, etc.
Easy for observer to complete quickly
Space to comment or to transcribe recorded audio file or video
Teacher can view the observation and "walk away" with something to apply/try
Cindy, I think you hit on all the main points that I would think is important for an observation tool.(Adrienne)
Allyson
I think the key to a good instrument is that it allows you to record what is important and reflects the kind of instruction present in the classroom. Using an instrument designed for direct instruction in a project based class or the opposite doesn't work. I like open ended narratives as a way to record what is happening in a project based class. It also allows for specific discussions of what happened instead of the value judgement. Allyson, I agree with narratives but I have had some narratives done by principals that were not good writers.So having the option of checklist or a form that they can complete quickly would help those principals that may not have strength in writing.(Adrienne)
Adrienne
Having a clear and concise tool is ideal for observation. In my opinion it should be a tool that an observer can quickly complete and record important notations. Additionally, the observee should receive the information collected on a form that is succinct and clear about what they can do for improvement. I think the most important part of an observation form is the section for commendations and recommendations. This allows a teacher to have a level edge of constructive criticism so that they can work towards ways to increase student learning.
I think a quality instrument is one that actually has the potential to make change happen for a teacher. Many of the observations I had early in my teaching career gave me information I already knew and didn't help me grow as a professional. I think a tool needs to have clarity as several have mentioned above, but I also think it needs to have the potential to raise the tough questions about education. What is it that a teacher is doing specifically for the students in his/her classroom. I believe the tool should extend beyond what an observer sees with a lesson and should provide rich opportunities for a teacher to grow. -Ben
CIndy:
- Focus is clear, so that observer can make suggestions, offer resources, etc.
- Easy for observer to complete quickly
- Space to comment or to transcribe recorded audio file or video
- Teacher can view the observation and "walk away" with something to apply/try
Cindy, I think you hit on all the main points that I would think is important for an observation tool.(Adrienne)Allyson
I think the key to a good instrument is that it allows you to record what is important and reflects the kind of instruction present in the classroom. Using an instrument designed for direct instruction in a project based class or the opposite doesn't work. I like open ended narratives as a way to record what is happening in a project based class. It also allows for specific discussions of what happened instead of the value judgement. Allyson, I agree with narratives but I have had some narratives done by principals that were not good writers.So having the option of checklist or a form that they can complete quickly would help those principals that may not have strength in writing.(Adrienne)
Adrienne
Having a clear and concise tool is ideal for observation. In my opinion it should be a tool that an observer can quickly complete and record important notations. Additionally, the observee should receive the information collected on a form that is succinct and clear about what they can do for improvement. I think the most important part of an observation form is the section for commendations and recommendations. This allows a teacher to have a level edge of constructive criticism so that they can work towards ways to increase student learning.
I think a quality instrument is one that actually has the potential to make change happen for a teacher. Many of the observations I had early in my teaching career gave me information I already knew and didn't help me grow as a professional. I think a tool needs to have clarity as several have mentioned above, but I also think it needs to have the potential to raise the tough questions about education. What is it that a teacher is doing specifically for the students in his/her classroom. I believe the tool should extend beyond what an observer sees with a lesson and should provide rich opportunities for a teacher to grow. -Ben